Govorna zmožnost dvojezičnih otrok v slovenskem jeziku
Pilotna primerjava dvojezičnih in enojezičnih otrok, ocenjenih s CDI-III
DOI:
https://doi.org/10.20419/2025.34.613Ključne besede:
CDI-III, dvojezični otroci, ocenjevanje govora, besednjak, slovnica, metajezikovno zavedanje, družinska pismenostPovzetek
Namen predstavljene pilotne raziskave je bil primerjalno analizirati govorno zmožnost eno- in dvojezičnih otrok v slovenskem jeziku ter preučiti učinek dejavnikov družinskega okolja na različna področja govora eno- in dvojezičnih otrok. V vzorec je bilo vključenih 307 otrok, starih od 30 do 48 mesecev, in sicer 262 enojezičnih otrok, ki so bili v domačem okolju redno izpostavljeni le slovenščini, in 45 dvojezičnih otrok, ki so bili v domačem okolju vsakodnevno od rojstva dalje poleg slovenščine izpostavljeni še enemu jeziku. Govorno zmožnost vseh v raziskavo vključenih otrok smo ocenili s slovensko različico CDI-III, in sicer njihov besednjak, slovnico in metajezikovno zavedanje. Dobljeni rezultati so pokazali, da so dosežki enojezičnih otrok na ocenjenih področjih besednjaka in slovnice značilno višji v primerjavi z dosežki dvojezičnih otrok, ocenjenih le v enem jeziku, ne pa tudi na področju metajezikovnega zavedanja. Poleg tega smo ugotovile, da se družinski dejavniki (število knjig doma, pogostost skupnega branja, starost otroka ob začetku skupnega branja in izobrazba staršev) pomembno povezujejo z različnimi področji govora v slovenskem jeziku pri enojezičnih, ne pa tudi pri dvojezičnih otrocih. Ugotovitve pilotne raziskave kažejo na nekatere razlike v govorni zmožnosti eno- in dvojezičnih otrok v slovenskem jeziku, poudarjajo pomen ocenjevanja govora dvojezičnih otrok v obeh jezikih ter predstavljajo temelje za nadaljnje raziskovanje govorne zmožnosti dvojezičnih otrok v slovenskem jeziku.
Prenosi
Literatura
Armon-Lotem, S., Meir, N., De Houwer, A. in Ortega, L. (2019). The nature of exposure and input in early bilingualism. V A. De Houwer in L. Ortega (ur.), The Cambridge handbook of bilingualism (str. 193–212). Cambridge University Press. https://doi.org/10.1017/9781316831922.011
Bates, E. in Goodman, J. C. (2001). On the inseparability of grammar and the lexicon: Evidence from acquisition. V M. Tomasello in E. Bates (ur.), Language development: The essential readings (str. 134–162). Blackwell.
Bedore, L. M. in Peña, E. D. (2008). Assessment of bilingual children for identification of language impairment: Current findings and implications for practice. International Journal of Bilingual Education and Bilingualism, 11(1), 1–29. https://doi.org/10.2167/beb392.0
Bialystok, E. in Barac, R. (2013). Emerging bilingualism: Dissociating advantages for metalinguistic awareness and executive control. Cognition, 122(1), 67–73. https://doi.org/10.36510/learnland.v7i1.632
Bialystok, E. in Senman, L. (2004). Executive processes in appearance-reality tasks: The role of inhibition of attention and symbolic representation. Child Development, 75(2), 562–579. https://doi.org/10.1111/j.1467-8624.2004.00693.x
Bleses, D., Vach, W., Slott, M., Wehberg, S., Thomsen, P., Madsen, T. O. in Basbol, H. (2008). Early vocabulary development in Danish and other languages: A CDI-based comparison. Journal of Child Language, 35, 619– 650. https://doi.org/10.1017/S0305000908008714
Byers-Heinlein, K. (2017). Bilingualism affects 9-month-old infantsʼ expectations about how words refer to kinds. Developmental Science, 20(1), članek e12486. https://doi.org/10.1111/desc.12486
Byers-Heinlein, K., Gonzalez-Barrero, A. M., Schott, E. in Killam, H. (2023). Sometimes larger, sometimes smaller: Measuring vocabulary in monolingual and bilingual infants and toddlers. First Language, 44(1), 74–95. https://doi.org/10.1177/01427237231204167
Byers-Heinlein, K. in Lew-Williams, C. (2013). Bilingualism in the early years: What the science says. LEARNing Landscapes, 7(1), 95–112.
Bylund, E., Antfolk, J., Abrahamsson, N., Haug Olstad, A. M., Norrman G. in Lehtonen, M. (2023). Does bilingualism come with linguistic costs? A meta-analytic review of the bilingual lexical deficit. Psychonomic Bulletin & Review, 30, 897–913. https://doi.org/10.3758/s13423-022-02136-7
Cattani, A., Abbot-Smith, K., Farag, R., Krott, A., Arreckx, F., Dennis, I. in Floccia, C. (2014). How much exposure to English is necessary for a bilingual toddler to perform like a monolingual peer in language tests? International Journal of Language and Communication Disorders, 49(6), 649–671. https://doi.org/10.1111/1460-6984.12082
Chondrogianni, V. in Marinis, T. (2011). Asynchronous development of vocabulary, morphology and complex syntax in successive bilingual children: Differential effects of internal and external factors. Linguistic Approaches to Bilingualism, 1, 318–345. https://doi.org/10.1075/lab.1.3.05cho
Conboy, B. T. in Thal, D. J. (2006). Ties between lexicon and grammar: Cross-sectional and longitudinal studies of bilingual toddlers. Child Development, 77(3), 712–735. https://doi.org/10.1111/j.1467-8624.2006.00899.x
Core, C., Hoff, E., Rumiche, R. in Señor, M. (2013). Total and conceptual vocabulary in Spanish-English bilinguals from 22 to 30 months: Implications for assessment. Journal of Speech, Language, and Hearing Research, 56(5), 1637– 1649. https://doi.org/10.1044/1092-4388(2013/11-0044)
Correia, L., Lobo, M. in Flores, C. (2024). Sentence repetition task for European Portuguese: Results from a study with monolingual and Portuguese-German bilingual children. Language Acquisition, 1–31. https://doi.org/10.1080/10489223.2024.2346586
Dale, P. S., Bates, E., Reznick, J. S. in Morisset, C. (1989). The validity of a parent report instrument of child language at twenty months. Journal of Child Language, 16, 239–249. https://doi.org/10.1017/S0305000900010394
De Cat, C. (2021). Socio-economic status as a proxy for input quality in bilingual children? Applied Psycholinguistics, 42, 301–324. https://doi.org/10.1017/S014271642000079X
De Houwer, A. (2009). An introduction to bilingual development. Multilingual Matters. https://doi.org/10.21832/9781847691705
Devescovi, A., Caselli, M. C., Marchione, D., Pasqualetti, P., Reilly, J. in Bates, E. (2005). A crosslinguistic study of the relationship between grammar and lexical development. Journal of Child Language, 32, 759–786. https://doi.org/10.1017/S0305000905007105
D‘Odorico, L. in Carubbi, S. (2003). Prosodic characteristics of early multi-word utterances in Italian children. First Language, 23(1), 97–116. https://doi.org/10.1177/0142723703023001005
Doherty, M. in Perner, J. (1998). Metalinguistic awareness and theory of mind: Just two words for the same thing? Cognitive Development, 13, 279–305. https://doi.org/10.1016/S0885-2014(98)90012-0
Dolean, D. D. (2021). Home literacy practices that support language and literacy development in bilingual children: A longitudinal case study. International Journal of Bilingual Education and Bilingualism, 25(7), 2621–2635. https://doi.org/10.1080/13670050.2021.1943304
Drummond, J., Paul, E. F., Waugh, W. E., Hammond, S. I. in Brownell, C. A. (2014). Here, there and everywhere: Emotion and mental state talk in different social contexts predicts empathic helping in toddlers. Frontiers in Psychology, 5, članek 361. https://doi.org/10.3389/fpsyg.2014.00361
Duff, F. J., Reen, G., Plunkett, K. in Nation, K. (2015). Do infant vocabulary skills predict school-age language and literacy outcomes? Journal of Child Psychology and Psychiatry, and Allied Disciplines, 56(8), 848–856. https://doi.org/10.1111/jcpp.12378
Eriksson, M. (2017). The Swedish Communicative Development Inventory III: Parent reports on language in preschool children. International Journal of Behavioral Development, 41(5), 647–654. https://doi.org/10.1177/0165025416644078
Fekonja, U., Hacin-Beyazoglu, K. in Marjanovič-Umek, L. (2025). Language development between 30 and 48 months in monolingual Slovenian-speaking children: A study using the Slovenian adaptation of the Macarthur- Bates Communicative Development Inventory CDI-III. Journal of Child Language, 1–17. https://doi.org/10.1017/S0305000925000121
Fenson, L., Dale, P. S., Reznick, J. S., Bates, E., Thal, D. in Pethick, S. (1994). Variability in early communicative development. Monographs of the Society for Research in Child Development, 59(5), 1–173. https://doi.org/10.2307/1166093
Fenson, L., Marchman, V. A., Thal, D. J., Dale, P. S., Reznick, J. S. in Bates, E. (2007). MacArthur-Bates Communicative Development Inventories: User‘s guide and technical manual ( 2. i zd.). Brookes. https://doi.org/10.1037/t11538-000
Fernald, A. in Marchman, V. A. (2012). Individual differences in lexical processing at 18 months predict vocabulary growth in typically developing and late-talking toddlers. Child Development, 83, 203–222. https://doi.org/10.1111/j.1467-8624.2011.01692.x
Fernald, A., Pinto, J. P., Swingley, D., Weinberg, A. in McRoberts, G. W. (2001). Rapid gains of verbal processing by infants in the 2nd year. V M. Tomasello in E. Bates (ur.), Language development: The essential readings (str. 49–56). Blackwell.
Fox, J. in Weisberg, S. (2019). An {R} companion to applied regression (3. izd.). Sage.
Friesen, D. C. in Bialystok, E. (2012). Metalinguistic ability in bilingual children: The role of executive control. Rivista di Psicolinguistica Applicata, 12(3), 47–56.
Gampe, A., Quick, A. E. in Daum, M. M. (2021). Does linguistic similarity affect early simultaneous bilingual language acquisition? Journal of Language Contact, 13(3), 482–500. https://doi.org/10.1163/19552629-13030001
Giguere, D. in Hoff, E. (2024). Bilingual children‘s vocabulary skills at 5 years predict reading comprehension development within, not across, languages. International Journal of Bilingual Education and Bilingualism, 27(2), 240–252. https://doi.org/10.1080/13670050.2023.2166397
Goetz, P. J. (2003). The effects of bilingualism on the theory of mind development. Bilingualism. Language and Cognition, 6(1), 1–16. https://doi.org/10.1017/ S1366728903001007
Grøver, V., Rydland, V., Gustafsson, J.-E. in Snow, C. E. (2020), Shared book reading in preschool supports bilingual children‘s second-language learning: A cluster-randomized trial. Child Development, 91, 2192–2210. https://doi.org/10.1111/cdev.13348
Hacin, K. (2016). Relationship between children‘s theory of mind and metalinguistic competence in early childhood. Psihološka obzorja, 25, 72–83. https://doi. org/10.20419/2016.25.448
Hoff, E. in Ribot, K. M. (2017). Language growth in English monolingual and Spanish-English bilingual children from 2.5 to 5 years. The Journal of Pediatrics, 190, 241– 245.e1. https://doi.org/10.1016/j.jpeds.2017.06.071
Hurtado, N., Grüter, T., Marchman, V. A. in Fernald, A. (2014). Relative language exposure, processing efficiency and vocabulary in Spanish-English bilingual toddlers. Bilingualism: Language and Cognition, 17(1), 189–202. https://doi.org/10.1017/S136672891300014X
Kehoe, M. in Havy, M. (2019). Bilingual phonological acquisition: The influence of language- internal, language-external, and lexical factors. Journal of Child Language, 46(2), 292–333. https://doi.org/10.1017/ S0305000918000478
Law, F., 2nd, Mahr, T., Schneeberg, A. in Edwards, J. (2017). Vocabulary size and auditory word recognition in preschool children. Applied Psycholinguistics, 38(1), 89–125. https://doi.org/10.1017/S0142716416000126
Mair, P. in Wilcox, R. R. (2020). Robust statistical methods in R using the WRS2 package. Behavior Research Methods, 52, 464–488. https://doi.org/10.3758/s13428-019-01246-w
Marchman, V. A., Martínez-Sussmann, C. in Dale, P. S. (2004). The language-specific nature of grammatical development: Evidence from bilingual language learners. Developmental Science, 7(2), 212–224. https://doi. org/10.1111/j.1467-7687.2004.00340.x
Marchman, V. A., Martínez, L. Z., Hurtado, N., Grüter, T. in Fernald, A. (2017). Caregiver talk to young Spanish- English bilinguals: Comparing direct observation and parent-report measures of dual-language exposure. Developmental Science, 20(1), članek e12425. https://doi.org/10.1111/desc.12425
Marjanovič Umek, L. in Fekonja, U. (2019). Zgodbe otrok: razvoj in spodbujanje pripovedovanja [Children's stories: Development and Encouragement of Storytelling]. Znanstvena založba Filozofske fakultete Univerze v Ljubljani.
Marjanovič Umek, L., Fekonja, U. in Hacin Beyazoglu, K. (2021). CDI-III: Slovenian adaptation of Macarthur-Bates Communicative Development Inventory. Department of Psychology, University of Ljubljana.
Marjanovič Umek, L., Fekonja Peklaj, U. in Podlesek, A. (2013). Characteristics of early vocabulary and grammar development in Slovenian-speaking infants and toddlers: A CDI-adaptation study. Journal of Child Language, 40(4), 779–798. https://doi.org/10.1017/ S0305000912000244
Marjanovič Umek, L., Fekonja Peklaj, U. in Sočan, G. (2016). Early vocabulary, parental education, and the frequency of shared reading as predictors of toddler‘s vocabulary and grammar at age 2;7: A Slovenian longitudinal CDI study. Journal of Child Language, 44(2), 457–479. https:// doi.org/10.1017/S0305000916000167
Marjanovič Umek, L., Fekonja Peklaj, U., Sočan, G. in Komidar, L. (2012). Zgodnje sporazumevalne zmožnosti dojenčkov in malčkov: študija v Sloveniji [Early communicative competences of infants and toddlers: A Slovenian study]. Psihološka obzorja, 21(2), 5–17. https:// doi.org/10.20419/2012.21.359
Marjanovič Umek, L., Hacin, K. in Fekonja, U. (2018). Zgodnja pismenost otrok: učinek vrtčevskih in družinskih dejavnikov [Children‘s early literacy: The effect of preschool and family factors]. Sodobna pedagogika, 69(135), 10–27.
Meir, N. in Armon-Lotem, S. (2017). Independent and combined effects of socioeconomic status (SES) and bilingualism on children‘s vocabulary and verbal short-term memory. Frontiers in Psychology, 8, članek 1442. https://doi.org/10.3389/fpsyg.2017.01442
Paradis, J. (2023). Sources of individual differences in the dual language development of heritage bilinguals. Journal of Child Language, 50, 793–817. https://doi.org/10.1017/ S0305000922000708
Pearson, B. Z., Fernández, S. C., Lewedeg, V. in Kimbrough Oller, D. (1997). The relation of input factors to lexical learning by bilingual infants. Applied Psycholinguistics, 18(1), 41–58. https://doi.org/10.1017/S0142716400009863
Pearson, B. Z., Fernández S. C. in Oller, D. K. (1993). Lexical development in bilingual infants and toddlers: Comparison to monolingual norms. Language Learning, 43(1), 93–120. https://doi.org/10.1111/j.1467-1770.1993. tb00174.x
Posit Team. (2023). RStudio: Integrated development environment for R. Posit Software, PBC.
Potter, C. E., Fourakis, E., Morin-Lessard, E., Byers-Heinlein, K. in Lew-Williams, C. (2019). Bilingual toddlersʼ comprehension of mixed sentences is asymmetrical across their two languages. Developmental Science, 22(4), članek e12794. https://doi.org/10.1111/desc.12794
Potter, C. E. in Lew-Williams, C. (2022). Differences in vocabulary growth across groups and individuals. V A. Papafragou, J. C. Truewell in L. R. Gleitman (ur.), The Oxford handbook of the mental lexicon ( str. 4 38– 456). Oxford University Press. https://doi.org/10.1093/ oxfordhb/9780198845003.013.22
R Core Team. (2023). R: A language and environment for statistical computing. R Foundation for Statistical Computing.
Ramirez, G., Walton, P. in Roberts, W. (2014). Morphological awareness and vocabulary development among kindergartners with different ability levels. Journal of Learning Disabilities, 47(1), 54–64. https://doi. org/10.1177/0022219413509970
Revelle, W. (2023). Psych: Procedures for psychological, psychometric, and personality research. Northwestern University.
Ricciardelli, L. A. (1992). Bilingualism and cognitive development in relation to threshold theory. Journal of Psycholinguistic Research, 21(4), 301–316. https://doi.org/10.1007/BF01067515
Rocha-Hidalgo, J. in Barr, R. (2022). Defining bilingualism in infancy and toddlerhood: A scoping review. International Journal of Bilingualism, 27(3), 253–274. https://doi.org/10.1177/13670069211069067
Rowe, M. L., Raudenbush, S. W. in Goldin-Meadow, S. (2012). The pace of early vocabulary growth helps predict later vocabulary skill. Child Development, 83(2), 508–525. https://doi.org/10.1111/j.1467-8624.2011.01710.x
Stolt, S., Haataja, L., Lapinleimu, H. in Lehtonen, L. (2009). Associations between lexicon and grammar at the end of the second years in Finnish children. Journal of Child Language, 36, 779–806. https://doi.org/10.1017/S0305000908009161
Šmit Brleković, L. in Kuvač Kraljević, J. (2023). Parental reports on language development in toddlers and preschoolers based on the Croatian version of Communicative Development Inventories III. Frontiers in Psychology, 14, članek 1188550. https://doi.org/10.3389/ fpsyg.2023.1188550
Tulviste, T. in Schults, A. (2020). Parental reports of communicative development at the age of 36 months: The Estonian CDI-III. First Language, 40(1), 64–83. https:// doi.org/10.1177/0142723719887313
Weisleder, A., Friend, M., Tsui, A. S. M. in Marchman, V. A. (2024). Using parent report to measure vocabulary in young bilingual children: A scoping review. Language Learning, 74(2), 468–505. https://doi.org/10.1111/lang.12617
Prenosi
Objavljeno
Številka
Rubrika
Licenca
Avtorske pravice (c) 2025 Kaja Hacin Beyazoglu, Ljubica Marjanovič Umek, Urška Fekonja
To delo je licencirano pod Creative Commons Priznanje avtorstva-Deljenje pod enakimi pogoji 4.0 mednarodno licenco.
Kako citirati
